A Study of the Differences among EFL/ESL Methods for Reading Comprehension and Language Awareness

Autores/as

  • ISABEL NÚÑEZ VÁZQUEZ UNIVERSITY OF CÁDIZ
  • RAFAEL CRISMÁN PÉREZ Universidad de Cádiz

DOI:

https://doi.org/10.30827/portalin.vi35.15301

Palabras clave:

cognitive development, ESL, language comprehension, language awareness, reading.

Resumen

The present paper reports on the effectiveness of the Grammar-Translation Method, Communicative Language Teaching and Content and Language Integrated Learning upon reading comprehension and language awareness. The study recruited a convenience sample of 164 Spanish students from a rural area in southern Spain who randomly received these three ESL/EFL methods. The research was focused on two hypotheses. Firstly, L2 reading learning is more effective from CLT and CLIL than GTM despite of being visual skills the main core of translation methods. Secondly, CLT and CLIL demand more contextual learning, so these methods consider pragmatic awareness more relevant than GTM. Results showed CLT method offered more similar results among the reading comprehension tasks (p<.01). However, from a descriptive study, GTM obtained the best performance globally. Pragmatic awareness performed the weakest area among all three methods. However, the interaction between reading comprehension and language awareness suggested that the intervention was more supportive for CLT. Also, significant intra-gender differences according to the learning methodology were provided. Study limitations and future research recommendations also were discussed.

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Biografía del autor/a

ISABEL NÚÑEZ VÁZQUEZ, UNIVERSITY OF CÁDIZ

Isabel Núñez-Vázquez has a PhD in Psychology from the University of Cadiz.Ejerció durante varios años como profesor de Lengua y Literatura en diversos institutos de Andalucía. She worked for several years as a elementary teacher of English as a Foreign Language. Currently, she works in the Department of Psychology of the University of Cádiz where she currently teaches in the area of ​​Education.  Her research interests include children’s learning and development, first and second language acquisition, linguistic diversity and multicultural relationships.

RAFAEL CRISMÁN PÉREZ, Universidad de Cádiz

Rafael Crismán-Pérez has a PhD in General Linguistics from the University of Cádiz.Ejerció durante varios años como profesor de Lengua y Literatura en diversos institutos de Andalucía. He worked for several years as a teacher of Language and Literature in various institutes of Andalusia.Ha trabajado en el Departamento de Didáctica de la Lengua y la Literatura de la Universidad de Cádiz, en la que actualmente imparte la docencia en el área de Lengua Española. Currently, he works in the Department of Philology of the University of Cádiz, where he currently teaches in the area of ​​Spanish Language. His research interests include linguistic diversity and first and second language acquisition.

Publicado

30-09-2021

Cómo citar

NÚÑEZ VÁZQUEZ, I., & CRISMÁN PÉREZ, R. (2021). A Study of the Differences among EFL/ESL Methods for Reading Comprehension and Language Awareness. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (35). https://doi.org/10.30827/portalin.vi35.15301

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